Date of Award

11-2019

Document Type

Dissertation

Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Dr. Mweru Mwingi

Second Supervisor/Advisor

Joachim Tamba

Department

AKU-East Africa

Abstract

Peer mentorship is currently considered to be an effective means of continuous professional development for teachers in schools. It is believed to enhance teaching practices in schools because it facilitates an environment where peers willingly support and learn from each other. However, to create a culture that enhances reciprocal learning and peer scaffolding, there is need for a paradigm shift in what stakeholders believe about teachers capabilities in enhancing each other’s teaching practices within the school context.

The belief that peer mentoring creates a thriving teaching practice and motivated teachers informed this study which explored how peer mentorship influences teachers’ teaching practices. The study engaged a concurrent mixed-method design, involving teachers in a private secondary school in Uganda.

Data were collected from forty-two teachers through a survey questionnaire, semi-structured interviews and focus group discussion. The quantitative data were analyzed using SPSS version 21 and qualitative data were thematically analyzed. The study established that peer mentorship positively influenced the teachers’ teaching practices such as improved teaching repertoire, leadership skills, enhanced reciprocal learning, teacher efficacy and being a reflective practitioner. In addition, the findings also reveal that limited time, irregular engagement in mentorship practices and high teacher workload were the main hindrance to the progress of peer mentorship program in the school.

The study suggests recommendations to the school and policymakers and recommends areas for further research in the area of peer mentorship in the school context.

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